Research On The Construction And Application Of Classroom Observation Scale For Senior High School Chemistry Concept Teaching

Listening to and assessing classes has become one of the important ways to promote professional competence of teachers and effective learning of students.However,due to the lack of guidance of theories and methods,the traditional listening to and assessing classes has not play its role well.In view of the problems that teachers have met during the process of listening to and assessing classes,as a professional evaluation mode,LICC classroom observation paradigm was proposed,which provided a framework for observation and evaluation teachers' class.Chemical concept,which is the basis for students to learn the basic laws and principles of chemistry.As the cornerstone of the chemistry knowledge system,the concept of chemistry has always been the key and difficult point in chemistry teaching.Based on the Constructivism Learning Theory and Developmental Evaluation,this study has developed an observation scale suitable for high school chemistry concept classroom teaching under the guidance of LICC classroom observation paradigm.Through the questionnaire survey of the listening to and assessing activities of high school chemistry teachers,based on the analysis of the listening to and assessing record tools at the present stage,Starting from the principles and steps of the preparation of the classroom observation scale,combined with the characteristics of the high school chemistry concept teaching classroom,the preliminary preparation of the observation scale system is made.Then the scale system is revised and weighted,and finally a classroom observation scale for high school chemistry concept teaching was constructed.In order to test the feasibility of the designed observation scale,the scale has been applied several times.Through the analysis of the collected data,it shows that the scale has good reliability,validity,discrimination and stability,The observation scale enables an effective evaluation of the teacher's teaching in the high school chemistry concept classroom.In order to further explore the use and effect of theobservation scale,the application case of the high school chemistry concept teaching classroom observation scale is presented,showing a relatively complete classroom observation process.At the same time,the teachers who participated in classroom observation were interviewed,and it was learned that they thought the observation scale was highly targeted and satisfied with the use of the scale.The research shows that the application of the observation scale constructed in this paper can provide teachers with a basis for the observation and evaluation of high school chemistry concept teaching,promote teachers' communication and professional growth,thus conducive to students' learning,and provide some reference for researchers of follow-up study on classroom observation.